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Literacy · Years 2-4
How can I teach children to write clear instructions?
Put steps in a workable order and make vague instructions precise.
Download: Instructions that work
A4 PDF · 2 pages · free · no sign-up
Print page 1 for the activity and keep page 2 for teaching notes, answers or review criteria.
Use A4 paper at 100% or Actual size. Suggested years or grades are selection aids, rather than curriculum alignment claims.
How to use this resource
- Demonstrate a vague instruction and ask what information a new reader would need to carry it out.
- Use the supplied example or task brief. Let the learner respond through writing, drawing, discussion or their usual communication method.
- Review the answers or criteria below. Look for an order that actually works, precise actions and a stated materials list.
What is in the printable?
Invented task: Make a paper name tent. Materials: one sheet of paper and a pencil. Mixed steps: A Write your name on the front. B Stand the folded paper on the desk. C Fold the paper in half to make a tent shape.
- Put A, B and C in a workable order.
- Rewrite the steps with numbered instructions.
- Improve this vague step: Do it neatly. Say what the reader should actually do.
- What should the reader have ready before starting?
- Try explaining the steps to a partner. Which detail needed clarification?
Make it easier or add challenge
More support
Give the materials list and the first step; rehearse the next instruction orally.
More challenge
Ask a partner to follow the instructions without extra prompts, then revise one unclear detail.
What to look for
Look for an order that actually works, precise actions and a stated materials list.
Teacher answers and suggested responses
1. C, A, B is a workable order: fold, write on a front-facing panel, stand it up.
2. Accept equivalent clear numbered steps; writing before folding may work if the front panel and orientation are specified.
3. Example: Write your name in large letters on one outer panel.
4. A sheet of paper and a pencil.
5. Open-ended reflection on clarity, not a neatness score.
Further teaching guidance
Related guidance from EP for Schools: How can I make whole-class instructions easier to follow?
Try another activity
Deliver individually or in a small group
Choose one learning aim from this activity. Model one example, work through another together, then give each pupil a turn with a fresh example. In a group, ask everyone to think or show a response before sharing; one confident answer does not show what the whole group understands.
Keep the task’s more-support option available. Allow the usual communication tools, practical materials or drawing where these preserve the learning aim. Reduce the number of examples if needed, rather than rushing through the sheet.
What progress should I look for?
Look for an order that actually works, precise actions and a stated materials list.
Note the example used and whether the response was independent, followed a general prompt or needed a model. Try a different example on a later occasion and look for clearer reasoning or less support on a comparable task. Use these observations to plan the next teaching step.
Printing, access and sharing
Use separate paper or a different recording method when more space or an accessible format is needed. Free to print and copy within your school, setting or family. Retain the website credit and share this teaching page with other settings.
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Use this in a complete teaching collection
Following instructions: sequence, act and check →
Follow a delivery plan, see worked examples and download a progress record and staff feedback sheet.